Literature Review for the InTASC Model Core Teaching Standards (2011)

As part of the process of updating the InTASC Model Core Teaching Standards, InTASC commissioned a review of research by Peter Youngs of Michigan State University from 1990 to 2011 on the main topics addressed by the standards. The purpose of the literature review is to a) identify areas within the updated InTASC standards that are supported by empirical evidence and b) identify areas within the standards that are supported by normative arguments (as opposed to empirical research).

As part of the literature review project, three documents/sets of documents have been produced:

A 5-page synthesis paper that briefly summarizes research on instruction (including instruction in bilingual education and special education), assessment, teacher knowledge, learning environment, technology, planning and reflection, and teacher collaboration

For each InTASC standard, a master template (Excel file) featuring detailed summaries of each study reviewed for that standard

Comments/Feedback:

If you or your organization have any comments or feedback on the synthesis paper, the research summaries, and/or the research templates, please send them to Peter Youngs (pyoungs@msu.edu) or you can call him at (517)353-4348. Please send any comments/feedback to Dr. Youngs by July 31st, 2011.

Search Strategies:

In conducting this literature review, we focused primarily on research studies that were published in peer-reviewed journals between 1990 and 2011. Each study had to address an area(s) of teacher knowledge, a teacher disposition(s), and/or teacher performance(s) represented in the updated InTASC Core Teaching Standards. Some studies examined associations between teacher knowledge or performance and student achievement. Other studies investigated factors (i.e., predictor variables) associated with teacher knowledge or performance. In addition, we included studies from within and outside the United States; and we focused primarily on research on literacy, English/language arts, mathematics, and science; with limited attention to research on history/social studies and world/foreign language. In sum, the search criteria were as follows:

Focus on peer-reviewed journal articles (1990 to 2011)

Each study had to address an area(s) of teacher knowledge, a teacher disposition(s), and/or teacher performance(s) represented in the updated InTASC standards

Studies had to examine associations between teacher knowledge or performance and student achievement OR factors associated with teacher knowledge or Performance

Studies from within and outside the U.S. were included

Focus on research on literacy, English/language arts, mathematics, and science

As of April 2011, we have reviewed/started reviewing each of the following journals from 1990 to 2011 as part of this literature review: